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A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED
ON COMPETENCY- BASED CURRICULUM TO THE SECOND
YEAR STUDENT OF LANGUAGE PROGRAM OF
SMAN 1 KAJEN PEKALONGAN
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education in English
Department
by
LAELA ROFIANA A. 320 010 132
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2006
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ii
SUMMARY
LAELA ROFIANA, A 320 010 132, A DESCRIPTIVE STUDY ON TEACHING
SPEAKING BASED ON COMPETENCY-BASED CURRICULUM TO THE SECOND YEAR
STUDENT OF LANGUAGE PROGRAM OF SMAN 1 KAJEN PEKALONGAN, RESEARCH
PAPER, SCHOOL OF TEACHER TRAINING AND EDUCATION, MUHAM-MADIYAH
UNIVERSITY OF SURAKARTA, 2006.
This research aims at describing the teaching speaking to the
second year student of language program of SMAN 1 Kajen Pekalongan.
The research was conducted in May 2006. The objectives of this
research are to know the objectives of teaching speaking, the
method used in teaching English speaking, the problems faced by the
teacher and the students.
The writer gets the data of this research from events, informant
and documents. The techniques of collecting data are observation,
interview, and document analysis. The data in the research are the
information dealing with the objectives of the teaching english
especially in speaking skills, the method used and the problems
faced by the teacher and the students at second year students of
language programs of SMAN 1 Kajen Pekalongan.
The result of the analysis shows that the objectives of teaching
English speaking to the second year student of language program of
SMAN 1 Kajen Pekalongan is to develop the communicative skill for
preparing them to face the changing of global era. The methods used
by the teacher are natural approach, direct method, audiolingual
method and discussion. The teacher has the problem to make the
students speak in front of the class, while the students problems
are nervous feeling and anxiety and the teacher less creative.
Consultant I
Drs. Djoko Srijono, M.Hum
Consultant II
Aryati Prasetyarini, S.Pd
Dean
Drs. Sofyan Anif, M.Si. NIK.547
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APPROVAL
A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED ON
COMPETENCY-BASED CURRICULUM TO THE SECOND YEAR
STUDENT OF LANGUAGE PROGRAM OF SMAN 1 KAJEN
PEKALONGAN
by
LAELA ROFIANA
A. 320 010 132
Approved by Consultant
Consultant II Consultant I
Aryati Prasetyarini, S.Pd. Drs. Djoko Srijono, M.Hum.
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ACCEPTANCE
A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED ON
COMPETENCY-BASED CURRICULUM TO THE SECOND YEAR
STUDENT OF LANGUAGE PROGRAM OF SMAN 1 KAJEN
PEKALONGAN
Accepted by the Board of Examiners
School of Teacher Training and Education
Muhammadiyah University of Surakarta
on August, 2006
Team of Examiners:
1. Drs. Djoko Srijono, M.Hum. ( )
Chair Person
2. Aryati Prasetyarini, S.Pd. ( )
Member I
3. Drs. Maryadi, M.A. ( )
Member II
Dean,
Drs. Sofyan Anif , M.Si NIK. 547
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STATEMENT
On this occasion, I state that there is no proposed work before
in this research
to get bachelor degree in a certain university and as long as I
know, there is also no
work idea that have ever been written or published by other
people, except referred
written in this research paper and mentioned in the
bibliography.
If it is proved there will be something wrong in my statement
above later in
the future, so I will wholly be responsible.
Surakarta, Agustus 2006
Laela Rofiana
A. 320 010 132
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MOTTO
Read ! In the name of your Lord, who has created (all that
exist) (Q.S. Al-Alaq: 1)
Language is the most powerful instrument of human progress.
(Maria Montessori)
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DEDICATION
This research paper is whole heartedly dedicated to :
Allah SWT
My dad and my mom,
My little brother; Udin, and my little sister; Nisa.
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ACKNOWLEDGEMENT
First of all, the writer thanks to Allah, the Beneficent, the
Almighty, whose
blessing has made all possible for the writer to finish the
research paper. In finishing
this research paper entitled A DESCRIPTIVE STUDY ON TEACHING
ENGLISH
SPEAKING BASED ON COMPETENCY BASED CURRICULUM TO THE
SECOND YEAR STUDENT OF LANGUAGE PROGRAM IN SMA N 1 KAJEN
PEKALONGAN, the writer realizes that without the helps of other
people, it is
impossible for her to finish her work. On this good opportunity,
the writer whishes to
reveal her special gratitude to :
1. Drs. Sofyan Anif, M.Si., as the Dean of School of Teacher
Training and
Education Faculty Muhammadiyah University of Surakarta,
2. Koesoemo Ratih, S.Pd., M.Hum., as the head of English
Department, who gave
the opportunity in doing the research,
3. Drs. Djoko Srijono, M.Hum., as the first consultant for this
valuable guidance,
contributed ideas, patience and helpful encouragement until
completing this
research paper,
4. Aryati Prasetyarini, S.Pd., as the second consultant for her
widsom correction,
guidance, patience help and kindness,
5. Drs. Maryadi, M.A. as the academic consultant and as the
guest examiner who
has given the attention and guidance during her study in this
university,
6. All lecturers at English Department of Muhammadiyah
University of Surakarta
for the useful knowledge and wisdom,
7. Her beloved parents who always in the writers heart and give
their love and
support, to the writes and to whom the writer gives her highest
respect and
obidience,
8. Her loved siblings: de Udin and de Nisa who always care and
loves her, thanks
for the beautiful affection,
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9. Drs. Sumadi, M.Pd. as the headmaster of SMAN 1 Kajen, and the
teacher Mr.
Eko Susanto, S.Pd. , thanks a lot for the permission and deep
help to encourage
to the writer in conducting this research paper,
10. Her dearest friends: Arif, Erlina, Indah, Tatics, Etik,
Fenny, Dwi,
11. Her trully and crazy friend : Sadar, thanks for all your
kindness, wisdom,
guidance, and remember that you always have a shoulder to the
writer to cry, and
have a brilliant idea to create the writers smile,
12. Her dearest friends in Pekalongan : Ragil, Afi, Erma, thanks
for our friendship,
hopefully, it will be forever,
13. The college library, thanks for the books. I get more from
you
14. All friends in C class, thanks for the attention and a
beautiful friendship,
15. Friends of Az-Zahra: Reni, Dian Ponco, De Dwi ,Titik, Sulis
,Ririn, De Nurul,
etc. thanks for the kindness and togetherness,
16. The community of Kirana boarding house; Tristia bintari,
Indah IMM, En-tse
17. Her sisters of ex-zahra : mba Endah, mba Nia, mba Via
rosoneri, teh
Wida. Thanks for the kindness,
18. Her best friends: Aminah, mba Isna, Rahma, Rika, Linda
thanks for the support
and courage to the writer,
19. Her sweetest friends : Ike yo, Ibune farel ( Ita ), Iis
keren thanks for the nice
moment you made,
20. Her friends of ex-cocak rowo boarding house: Sister Eni,
Yunita, ike. Thanks
for the wonderful time.
Surakarta, August 2006
Writer
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TABLE OF CONTENT
page
TITLE
..............................................................................................................
i
SUMMARY
.....................................................................................................
ii
APPROVAL OF
CONSULTANT...................................................................
iii
ACCEPTANCE
...............................................................................................
iv
MOTTO
...........................................................................................................
v
DEDICATION
.................................................................................................
vi
ACKNOWLEDGEMENT
...............................................................................
vii
TABLE OF CONTENT
...................................................................................
ix
CHAPTER I :
INTRODUCTION....................................................................
1
A. Background of the
Study.................................................... 1
B. Previous Study
...................................................................
3
C. Problem of the
Study..........................................................
4
D. Objectives of the Study
...................................................... 4
E. Limitation of the Study
...................................................... 5
F. Benefits of the
Study..........................................................
5
G. Research Paper Organization
............................................. 6
CHAPTER II : UNDERLYING THEORY
A. The Notion of Speaking
Skill............................................. 8
B. The Method of Teaching Speaking
.................................... 9
C. The Components of Speaking Skill
................................... 11
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D. Curricullum
........................................................................
13
E. Competency-Based
Curricullum........................................ 14
F. Standard of Material Competence Stated in the English
Teaching Guideline
............................................................ 16
G. The Classroom Technique
................................................. 19
H. Role of Instructional Material
............................................ 20
CHAPTER III : RESEARCH METHOD
A. Type of Research
...............................................................
21
B. Subject of the Study
........................................................... 21
C. Object of the Study
............................................................ 22
D. Place and
Time...................................................................
22
E. Data and Source
Data.........................................................
22
F. Method of Collecting
Data................................................. 23
G. Techniques of Analyzing
Data........................................... 24
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
A. Research
Finding................................................................
26
1. Goal of
Teaching..........................................................
26
2. The Method Used in Teaching English Speaking........ 28
3. The Problems in Teaching Speaking Faced
by the Teacher
............................................................ 33
4. The Problems Faced by the Students
........................... 33
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B. Discussion of the
Findings................................................. 34
1. The Objectives of Teaching Speaking .........................
34
2. The Method Used in Teaching English Speaking........ 34
3. The Problems in Teaching Speaking Faced
by the Teacher
............................................................ 38
4. The Problems Faced by the Students
........................... 39
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion
.........................................................................
40
B. Suggestion
..........................................................................
41
BIBLIOGRAPHY
APPENDIX
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CHAPTER I
INTRODUCTION
A. Background of the Study
As a foreign language in Indonesia, English is learned seriously
by
many people to have a good prospect in the community of
international world.
Recently, English becomes important. Since its important,
English is taught
widely at formal school starting from elementary school up to
universities;
even at informal school i.e. courses.
As everybody knows, speaking is one of the four skills in
English
subject as a tool to communicate each other. According to Hornby
(1985: 21),
speaking is making use of words in an ordinary voice; uttering
words;
knowing and being able to use a language; expressing one self in
words;
making a speech. In short, speaking skill is the ability to
perform the linguistic
knowledge in the actual communication. In active effort is being
made to
improve speaking skill.
According to the general objective of teaching English, the goal
of
teaching English in Senior High School is to enable the students
to listen,
speak, read and write in English. The goals are clearly stated
in the curriculum
of Senior High School published by the Minister of National
Education. The
main point of those goals are as follows:
The students are able to have the skill in listening, speaking,
reading, and writing with the degree of vocabulary mastery for at
least 2500 words for social and exact programs students and at
least 3000 words for the language programs students in the end of
the school years (Depdikbud, 1995: 1)
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The four language skills should be designed to provide intensive
training to
develop listening, speaking, reading and writing. The teacher
has to make sure
that their students acquire those skills at the end of their
study at Senior High
School.
Teaching English speaking is not easy, because speaking is one
of the
language skills which is quite difficult to master. Some reasons
may account
for it. They are anxiety, nervousness, stress, clumsy tongue,
etc.
Thus, English teachers should consider the characteristics of
their
learners in order to apply the suitable method to the students.
In this case, the
researcher conducts a research in SMA Negeri 1 Kajen especially
in language
program. Naturally, their students are categorized as
adolescence learners
which have the characteristics, such as: They search for
individual identify,
they need self-esteem and peer approval and they may be
disruptive in the
class. Besides, based on the general objective of teaching
English above, how
the teacher realizes all of those. According to
www.englishraven.com there are
three kinds of learners namely;young learners (from ages 5-12),
teenagers
(from ages 12-18), and adult (older than 18). Therefore, the
writer concludes
that Senior High School belongs to teenagers which coincide with
a time of
rapid transition and change, both mentally and physically and
they begin to
develop more cognitive ability, they can be exposed to language
learning
techniques that requires more logical and/or abstract
thinking.
Based on the phenomena above, the writer wants to analyze
deeper
about a descriptive study on teaching speaking based on
competency-based
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curriculum of language programs at SMA Negeri 1 Kajen. The
reason why the
writer chooses this school are the first, since they have
special competences
which work on linguistic field, second, SMU Negeri I Kajen is
the best school
in Pekalongan although it is located in a small town, but it
employees national
standardization curriculum, and third, the school has good
achievements of
their graduations.
B. Previous Study
To prove the originality of this study, the writer wants to
present the
previous researches that deal especially with the speaking skill
in general.
They are Anik Munjayanah (UMS, 2000) and Dain Nurfika (UMS,
2002).
Anik Munjayanah (UMS, 2000) conducted a research entitled
The
Implementation of Communicative Language Teaching in Teaching
Speaking
at LIA Surakarta: An Ethnography. She aims at observing the
implementation of communicative language teaching in teaching
speaking at
LIA Surakarta and how the strength and weakness of teaching
speaking using
CLT. The conclusion of her research is that the objective of
teaching in
conversation class at LIA Surakarta is to achieve communicative
purpose. It
enables the students to speak English in real communication.
The next research was conducted by Dain Nurfika (UMS, 2002).
He
wrote Teaching Speaking Using Games and Role Play to the
Students of
Conversation Class at SMU Al-Islam 3 Surakarta. According to
him, games
and role-play were effective to teach conversation class at SMU
Al-Islam 3
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Surakarta. It could improve the learning motivation through
amusing and
enjoyable situation.
C. Problem of the Study
In this research the writer formulates the problems of the study
as
follows:
1. What are the objectives of teaching English speaking based
on
Competency-based Curriculum to the second year student of
language
program in SMA Negeri 1 Kajen?
2. What methods are used for teaching English Speaking based
on
Competency-based Curriculum to the second year student of
language
program in SMA Negeri 1 Kajen?
3. What problems are faced by the teacher in teaching English
speaking
based on Competency-based Curriculum to the second year student
of
language program in SMA Negeri 1 Kajen?
4. What problems are faced by the second year students of
language program
in SMA Negeri 1 Kajen in learning English speaking based on
Competency-based Curriculum?
D. Objective of the Study
Based on the problems of the study, the writer has some
objectives as
follows:
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1. To describe the objectives of teaching English speaking based
on
Competency-based Curriculum to the second year student of
language
programs in SMA Negeri 1 Kajen?
2. To describe the teaching methods in teaching English speaking
based on
Competency-based Curriculum to the second year student of
language
programs in SMA Negeri 1 Kajen.
3. To describe the problems faced by the teacher in teaching
English
speaking based on Competency-based Curriculum to the second
year
student of language program in SMA Negeri 1 Kajen.
4. To describe the problems faced by the students to the second
year student
of language program in SMA Negeri 1 Kajen in learning English
speaking
based on Competency-based Curriculum.
E. Limitation of the Study
In this research, the writer limits the study on the teaching
English
speaking based on Competency-based Curriculum of the second year
student
of language program in SMA Negeri 1 Kajen. Further, the writer
analyzes the
methods and the difficulties faced by the teacher and the
learners.
F. Benefit of the Study
There is always a sense or experience behind everything done
and
happened in the world. Different activities will have different
benefits. The
researcher hopes that this research will give some practical and
theoretical
benefits:
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1. Practically, the result of this research will be useful to
the further research
and also to readers who are interested in analyzing teaching
English
speaking in Senior High School.
2. Theoretically, the finding of this research will enrich the
theory of
teaching English speaking to Senior High School.
G. Research Paper Organization
The writer divides the research paper into five chapter as
follows:
Chapter I is Introduction. This chapter deals with the
Background of
the Study, Previous Study, Problem of the Study, Objective of
the Study,
Limitation of the Study, Benefits of the Study, and Research
Paper
Organization.
Chapter II is Underlying Theory. This chapter deals with the
Notion of
Speaking Skill, the Notion of Teaching Speaking, the Components
of
Speaking Skill, Curriculum, Competency-based Curriculum, the
competence
that should be required in speaking skill stated in the outline
of the English
Teaching Guideline, the Classroom Technique, the Role of
Instructional
Material.
Chapter III is Research Method. This chapter contains Type
of
Research, Subject of the Study, Object of the Study, Place and
Time, Data and
Source Data, Method of Collecting Data, and Techniques for
Analyzing Data.
Chapter IV is Data Analysis and Discussion. In this chapter
discusses
the results or findings of teaching speaking based on
competency-based
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curriculum to the second year student of language program of SMA
N I Kajen
Pekalongan.
Chapter V is Conclusion and Suggestion.
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CHAPTER II
UNDERLYING THEORY
This chapter discusses the notion of speaking skill, the method
of teaching
speaking, the components of speaking skill, curriculum,
competency-based
curriculum, standard of material competence, the classroom
technique, and role of
instructional material
A. The Notion of Speaking Skill
Speaking skills is the ability to perform the linguistic
knowledge in
actual communication. It function is to express one idea,
feeling, thought and
needs orally. Speaking is one of language arts that are most
frequently used by
people all over the world. Richards and Rodgers (1993: 9-10)
state that the
spoken language is primary and that this should be reflected in
an oral-based
methodology. Furthermore, oral method was very important in the
classroom,
especially in the early stages of learning (Howatt, 1985:
9-10).
The theories above provide the starting point of for question
and
answer work, which requires the student to use the target
language. The
teacher is expected to speak for foreign language as the normal
means of
classroom communication, retaining the mother tongue only for
glossing new
words, and explaining new grammar points. According to Hornby
(1995: 318)
speaking is making of words in an ordinary voice, uttering
words, knowing
and being able to use a language; expressing oneself in words,
making speech.
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B. The Method of Teaching Speaking
Teaching speaking connects the students with the basic ability
to use
the language, to receive and to convey information.
Teaching method of speaking that was proposed by Lambert
Sauveur
(1826-1907) in Fauziati (2002: 20) was known as the natural
method. He used
intensive oral interaction in the target language. In his
Natural method, he
argued that a foreign language could be taught without
translation or the use of
the learners native language if the meaning was conveyed
directly through
demonstration and action.
Berlitz (1852-1921) in Fauziati (2002: 20) used a kind of
method
called Direct Method. Together with sauveur, Berlitz
successfully used the
method in commerical schools in the US and Europe. In practice,
it stands for
the following principles: (1) Classroom was conducted
exclusively in the
target language; (2) Only everyday vocabulary and sentences were
taught; (3)
Oral communication skills were built up in a carefully graded
progression
organized around question and answer exchanges between teachers
and
students in small, intensive class; (4) Grammar was taught
inductively; (5)
New teaching points were introduced orally; (6) Concrete
vocabulary was
taught through demonstration of objects and pictures, whereas
abstract
vocabulary was taught by association of ideas; (7) Both speech
and listening
comprehension were taught; and (8) Correct pronunciation and
grammar were
emphasized (Richards and Rodgers (1993) in Fauziati, (2002:
20-21))
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Thus, teaching method of speaking is related to the concept of
oral
based methodology, where the activity immediately setting the
students
speaking competence.
Whereas, Nunan (1991: 51-52) states that learning to speak in a
second
or foreign language will be facilitated when learners are
actively engaged in
attempting to communicate. The following exercise constitute the
sum total of
speaking practice which leaners received in the cource: (1)
Learner listens to
and reads two-line dialogues and practices with a partner; (2)
Listen and
repeat; (3) Listen to a model dialogue and repeat, interpreting
own name;
(4) Read question cue and make up question; (5) Read two line
skeleton
dialogue and practice with partner; (6) Listen or read a model
question and ask
a partner; (7) Read a model dialogue and have a similar
conversation using
cues provided; (8) Study a substitution table and make-up
sentences; (9) Study
questions and answers in a model dialogue and make up similar
questions
using cue words; (9) Look at a picture and study model
sentences. Make up
similar sentences about a similar; (10) Listen to numbers and
dates. Read
numbers and dates and say them; (11) Listen to tape script and
written
comprehension questions; (12) Listen to an interview. Ask and
answer similar
questions with a partner; (13) Look at diagram of clock with a
partner ask and
answer questions about time; (14) Listen to a model, study a map
and say the
route from one specified point to another (Nunan, 1991:
51-52).
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C. The Components of Speaking Skill
According to Syakur (1987: 5), speaking skill is a complex
skill
because at least it concerns with components of pronunciation,
grammar,
vocabulary and fluency. The description is as follows:
1. Pronunciation
When teachers teach English, they need to be sure that their
students can be understood when they speak. Students need to be
able to
say what they want to say. Pronounciation is the students way to
utter
English well and it deals with phonology. According to Srijono
(2001: 35),
phonology refers to the component of a grammar made up of the
elements
and principles that determine how sounds vary and pattern in a
language.
2. Grammar
It concerns with how to arrange to correct sentence in
conversation.
It is line with the explanation given by Heaton (1978: 5) that
students
ability to manipulate structure and to distinguish appropriate
grammatical
forms from in appropriate ones. The utility of grammar is also
to learn the
correct way to gain expertise in a language both in oral and
written form.
Language students need to learn the lexis of language. They
need
to learn what words mean and how they are used. It is very
needed by the
students when the knowledge of grammar is essentiall to compete
the
language use. For example: they need to know what kind verbs
used by
after the third person in simple present form (he swims, she
runs). It
concerns with how to arrange to correct sentence in
conversation.
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3. Vocabulary
Vocabulary means the appropriate diction which is used in
conversation. Without having a sufficient vocabulary, one
cant
communicate effectively or express ideas in both oral and
written form.
Having a limited vocabulary is also a barrier that precludes
learners from
learning a language. When they do not know how to enrich
their
vocabulary, for example, they often gradually lost interest in
learning.
Thus, they should have good ideas how to expand their vocabulary
so that
they can improve their interest in learning the language.
Language
teachers, therefore, should possess considerable knowledge on
how to
manage an interesting classroom so that the learners can gain a
great
success in their vocabulary learning.
4. Fluency
It can be defined as the ability to speak fluently and
accurately
suited with professional necessity. Basically, being fluent
means being
able to keep the language coming. There may be mistakes, fillers
and
repetitions, but there are no unusually language pauses in the
flow of talk.
In interactive speaking activities, the teachers are trying to
get their
students to communicate their own ideas, opinion and wishes.
They are
fully aware of the meaning they wish to convey, but the exact
content of
their message is unpredictable, and the teacher cannot give them
the exact
language they need to communicate. As a result the students will
not
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always be aware in their use of the language, but this is not
important, so
long as the speakers are able to be understand. This emphasis on
fluency
implies two things. First, an error correction policy should
reflect his
emphasis particularly in speaking, its important that the
teachers should
encourage the risk takers. Second, the activities the teacher
present should
reflect promote fluency. The teachers want to find ways of
stimulating our
students so that they want to speak and this desire to speak to
overcome
their inhibitions about expressing themselves in English
(Klippel,
Frederike, 1984.www.Teachingenglish.org.uk/think/speak/
speaking.skill.
html).
D. Curriculum
Nunan (1997: 8) states that curriculum is concerned with
planning,
implementation, evaluation, management, and administration of
education
programs.
In general, curriculum is defined as a plan development to
facilitate the
teaching learning procedure, as the direction and guidance of
schools, college,
and its staff members. The curriculum includes all planning,
activities, and
events, which take place in education institutions. Curriculum
is the plan made
for guiding learning in schools usually represented in
retrievable documents of
several levels of generality, and the implementation of these
plans in the
classroom, those experiences take place in a learning
environment that also
influences what is learned (Clark, 1987: 84).
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14
There are four reasons why the curriculum should be developed
:
1. To anticipate the different purposes of the learners
2. To improve the quality of education
3. To make effective in teaching learning process
4. To plan the effective and successful language teaching
learning
E. Competency-based Curriculum
According to Mulyasa (2002: 37), competency represents the
mixture
of knowledge, skill, assessment and attitude reflecting in the
habit of thinking
and acting. Competency also means as knowledge, skill and
ability mastered
by people who have become the part of them. So they can conduct
the
cognitive, affective, and psychomotoric behaviors as good as
possible. It
indicates that competency covers the duty, skill, attitude, and
appreciation,
which must be owned by learner to be able to carry out the
learning tasks that
are suitable to certain job. Thus, there is a link between task
studied by the
learners at school and the ability or skill needed by the work
field. For the
reason, curriculum claims the good cooperation between education
and the
work fields, especially to identify and to analyze the
competencies to be taught
to the learners at school.
Based on the definition of competency above, the
competency-based
curriculum can be interpreted as a curriculum concept
emphasizing at the
development of competency to certain standard performance, so
that the result
can be felt by the learner in the form of the mastering to a set
of certain
competency. According to Gordon (1988: 109) in Mulyasa, (2002:
38) there
are several aspect in the concept of competence :
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1. Knowledge, that is awareness on the cognitive field, for
example a teacher
knows the way to identify the learning need and conduct the
lesson
(teaching learning process) suitable with the learner needs.
2. Understanding that is cognitive and affective deepness having
by
individual. For examples, the teacher who will conduct the
lesson should
have good understanding about the characteristic and condition
of the
learner. So he/she can execute the teaching learning process
effectively
and efficiently.
3. Skill; that is something owned by the individual to conduct
the duty of
work charge upon. For example teacher ability to make and choose
simple
teaching aid in order to give ease on the study of the
students.
4. Value; that is behavior standard of someone that have been
believed and
had been unity psychologically. For example teacher behavior
standard
(politeness, responsibilities, opened, etc.)
5. Attitude; that is feeling (like, dislike) or reaction to the
incoming
stimulation from outside.
6. Interest; that is someone tendency to conduct an action or
activity for
example to learn or to do something.
Mulyasa (2002: 39), states that competency-based curriculum can
be
interpreted as a curriculum concept emphasizing on the
development of ability
to conduct certain competence. The target of competency-based
curriculum is
self-supporting or school mounting in competency development to
be
submitted by educative participant, according to environmental
condition.
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16
Competency-based curriculum is used systemic functional
approach
which views a language as a system used by human to exchange
meaning.
This curriculum is conducted to develop knowledge of
understanding, attitude
value, and enthusiam of learners in the form of ability,
efficacy and accuracy
with responsibility.
F. Standard of Material Competence stated in the English
Teaching
Guideline
Give expression to the meaning nuance on the transactional
expression and/or oral monologue especially in connection with
descriptive,
narrative, anecdote, exposition analysis and exposition
hortatory.
The indicator that must be conducted by the students to show
that they have
based competency in speaking skill : (a) Do various speech in
transactional
oral expression like, (b) Give expression about feelings, (c) Do
monologue
(narrative, procedure, spoof/recount, report, news item,
say)
Based on the teaching guideline in the 2004 curriculum, there
are five
competence that should be reached; Actional competence,
discourse
competence, socio culture competence, and strategic
competence.
1. Actional Competence is a basic competence for all of skills.
There are four
skills in this competence; listening, speaking, reading and
writing.
2. Discourse Competence refers to the ability to apply the
elements to
produce some texts that are arranged by integrating (coherent)
it using
cohesive devices, personal pronoun, coherencies devices, and
conversation, in order to the coherent text can reached.
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17
a. Cohesive devices
1) Reference (Do you know Danau Toba? Yes, it is the largest
lake in Sumatra).
2) Substitution (Do you see the motorcycles? The big one is
mine;
John left the room immediately. I did the same. I did so,
too).
3) Ellipsis (I have read a lot of novels, but this is the best
[]; we
bought some oranges, and Toni [] some apples).
4) Connector (and, that, or, because, when, .)
5) Words that be connected or repeated.
6) Same structure (she likes swimming and playing tennis)
b. Personal pronoun (my friend, we, you, him,.)
1) Spatial (here, there; this, that)
2) Temporal (now, then; after, before)
3) Textual (the following chart; the example above)
c. Coherencies devices
1) Expression and understanding the meaning and the aim of the
text.
2) Placing of theme.
3) Arranging the old information and new information.
4) Using the structure of meaning
5) Continuity and change of genre
6) Narration, interview, the market serving, observation report,
etc.
d. Conversation structure
1) How to open the new conversation
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18
2) How to change the conversation topic
3) How to give a chance to other people
4) How to cut the conversation
5) How to close the conversation
3. Linguistic Competence
This competence refers to the ability to apply and understand
the
elements of structure, vocabulary, pronunciation, and spelling
in the texts.
4. Socio Cultural Competence
This competence refers to the ability to express the message
and
receive the message based on socio culture connected with
the
communicative events.
5. Strategic competence
This competence refers to the ability and skill to apply
every
strategies of communication.
a. To understand and produce written and oral text.
b. To understand oral text that heard directly from native
speaker or
electronic media.
c. To overcome the difficulties of communication.
d. To understand the text (scanning, skimming, reading club)
e. To produce written text that cohesive and coherent.
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19
G. The Classroom Technique
Fauziati (2002: 127) state that there are some activities that
include in
teaching the speaking skill namely: role-play, games, problem
solving, songs
and discussion.
1. Role Playing Role-play is method to develop speaking skill
which is by
creating a dramatic situation in a classroom. 2. Games
Games are activities that can create dynamic, innovatif classes,
and it suitable not only for children but also for adults.
3. Problem Solving Offer further opportunities for students to
work in, pairs or
small groups, to share information. 4. Discussion
Fauziati (2002: 134), states that the aim of group discussion is
one strategy to improve fluency. Next, the more advanced class,
however, can be given a factual article from a newspaper, journal,
and the sale brochure of an ear film.
5. Song Using song in English foreign language classroom,
especially
speaking one can be both enjoyable and educational. From a
pedagogical standpoint, songs can be incorporated into the
classroom for a variety of reasons.
Grant (1991: 35-43) state that there are three kinds of speech
work namely: (a) Drilling, drills are mechanical: the students
practice the sounds or grammar of the language without having to
think much and focus on accuracy; (b) Communication Activities, the
students will learn how to communicate by communicating by using
the language. Communication focused more on fluency than on
accuracy; c natural language Use, it is important to bring
ordinary, everyday human speech naturally and spontaneously
interaction with, and between, the students into the classroom.
One method by which teachers might develop lots of example
for
teaching students to communicate more effectively is IPTT
(Individual Pupil
Talking Time). It is presented by West (1968) in Fauziati (2002:
126), which
the teacher must concern with the development of
student-to-student
interaction. In further, this intends to discuss classroom
activities that aim at
encouraging communication or interaction between students to
talk to each
other in pairs or in groups.
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20
H. Role of Instructional Material
Material has important role in teaching-learning process. The
teacher
uses the material to develop the students ability and knowledge
and
hopefully, it should help the students to understand the lesson
easily. The
material should be appropriate to the syllabus.
According to Hardjono (1998: 93) there are some function of
instructional material are : (a) medium of information, (b) to
stimulate the
student interest, (c) to develop the ability, and (d) to
illustrate the things to the
students.
Teacher has responsibility in the choosing the materials:
sometimes it
makes them feel overwhelmed. Before the choosing the right
material, they
are supposed to consider the factor especially for the
suitability of their class.
Beside using the handbook for the material, the teacher can use
the cassette,
flashcard, poster, picture the dictionary or videotape cassette
to support the
teaching learning process (House; 1997: 13-15).
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CHAPTER III
RESEARCH METHOD
Research method is an important part in a research. It is used
for
researcher to apply an appropriate method. It is necessary to
reduce the possible
mistake in conducting a research. Hadi (1983: 9) states that a
research is a
phenomenon effort to develop and to verify the truth of
knowledge. In other
words, research is an overall plan to investigate all of the
problems. Therefore, by
research all the problems are able to be solved. The writer uses
the descriptive
qualitative method in this research.
A. Type of Research
The type of this research is descriptive qualitative research
with
observational study. The product of the observation is notes or
narratives of
pictures of a situation of teaching English speaking. It focuses
on the methods
which is used in teaching English speaking, and problems faced
by the teacher
and learners to second years students of language programs in
SMA Negeri 1
Kajen.
B. Subject of the Study
The subject of the study is the English teacher and the second
year
student of language program of SMA Negeri 1 Kajen. The number of
student
is 38.
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22
C. Object of the Study
The object of the study is the teaching English speaking based
on
Competency-based Curriculum in the second year students of
language
programs in SMA Negeri 1 Kajen. In this case, the writer
describes the
objective of teaching speaking, the method and problems faced by
the teacher
and students.
D. Place and Time
This research is conducted in SMA Negeri 1 Kajen Pekalongan
especially of second year student of language programs and is
done in May
2006.
E. Data and Source Data
Data are some information in word derived from the observation
and
interview notes accumulated in the field, documents and records.
The writer
took the data from various sources;
1. Event, that is teaching and learning English speaking in a
natural setting.
2. Informant. That is the teacher of English, the headmaster,
the other teacher
and the second year students of language programs in SMA Negeri
1
Kajen.
3. Documents. That is writing materials or others, which add and
enrich the
data in teaching English speaking at the second year students of
language
programs in SMA Negeri 1 Kajen. The writer gather written
information
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23
materials or documents, such as curriculum, material program,
planning
documents, lesson plan, handbook, etc.
Data are some information found in setting and engaged a wide
range
of activities, the data in a setting are including:
participants, student teacher
interactions, the process of teaching and learning, the
materials, the text used,
the notes taken by the students, teacher plans, configuration of
the rooms and
organization of desks and the furniture (Brause and Mayher,
1991: 131-132).
F. Method of Collecting Data
The writer collects the data of the research through
observation,
documentation, and interview.
1. Observation
The researcher observes to the second year students of
language
programs in SMA Negeri 1 Kajen directly to get a comprehensive
picture
of a situation and to know the process of teaching English
speaking to find
the data needed. The steps of observation are; select the aspect
of behavior
to be observed, clearly defined the behavior falling within a
chosen
category, developing a system for qualifying observation,
developing
specific procedures for recording the behavior.
Observation is an activity in a certain situation to get the
data.
Richards and Lockhart (1979: 12) state that observation involves
visiting a
class to observe different aspect of teaching. Observation is
suggested as a
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24
way of gathering information about teaching rather than a way
of
evaluating teaching.
2. Documentation
The document is needed to complete the data in arranging the
research paper as the evidence. The form of the documents can be
writing
materials such curriculum, material program, planning document,
lesson
plan, handbook and the pictures.
3. Interview
The researcher also conducts some interviews to the teacher,
headmaster and students to gather the data about the teaching
learning
process of English and all things dealing with it.
4. Field Notes
The writer notes everything she gets from her observation
relating
to her research in teaching English speaking in second year
students of
language programs in SMA Negeri 1 Kajen in every visit. She will
note
what she sees and hears from the observation in the classroom
and also
conducts some interviews to the teacher and headmaster about
the
speaking English teaching learning process in the second year
students of
language programs in SMA Negeri 1 Kajen.
G. Techniques for Analyzing Data
The technique of analyzing the data in this research is
non-statistical
method by observing the methods used in teaching English
speaking and the
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25
problem faced by teacher and students. Descriptive qualitative
research is the
process of simplification of the data in order to make it easier
to read
(Singarimbun, 1995: 263). The technique used in analyzing the
data is as
follows:
1. Collecting field notes taken from the interview and
observation.
2. Grouping related information of field notes whether it is
relevant or not
with the research.
3. Classifying and defining the strategies in teaching English
Speaking.
4. Concluding the result and giving the suggestions.
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26
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter presents the research finding and discussion of
the
teaching English Speaking process, the objectives of teaching,
the method
used in teaching speaking, the problems faced by the teacher and
the students
in teaching speaking of the second year students of language
program in SMA
Negeri 1 Kajen Pekalongan.
A. Research Findings
1. Goal of Teaching
From the interview and the observation in the classroom at
the
second year students of language programs of SMA N 1 Kajen
Pekalongan, the goal of teaching is to develop the
communicative
competence of the students in four language skills.
The teacher said that :
Tujuan pengajaran bahasa Inggris yaitu untuk
menerapkan keempat skill berbahasa yaitu salah satunya
speaking, (May 2nd, 2006)
Based on the teaching guideline in the 2004 Curriculum, the
general objective of the language teaching at the senior high
school is to
develop the four language skills. The four language skills have
to be taught
in integrative way, including two other components: vocabulary
and
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grammar. The specific objective of the language teaching
learning process
at SMA N 1 Kajen especially in language program is to make
students
active in the any class both in oral and written, and to apply
the four
language skills.
According to headmaster of SMA N 1 Kajen the purpose of
teaching-learning process especially in language program can
be
categorized into short plan and long plan. Initially, the
students are
expected to be able to use one of languages that they have got
from the
teacher and apply it in their community in order to face the
change of
globalization era. The second, in the long plan, the graduates
from
language programs are expected to go on their studies into
university in
order to develop and to deepen their skill.
a. Type of Syllabus
Syllabus refers to the content of knowledge. Hutchin and
Waters (1987: 80) define syllabus generally as document,
which
says what will or at least should be learnt.
Syllabus is used in teaching learning-process by teacher as
the
teaching guideline in giving the material to the students in
the
classroom activities. The type of syllabus in the second year
students
of SMA N 1 Kajen is topic-based syllabus. As a matter of fact,
the
content of syllabus in general is about the description of the
material;
spesifically it contains themes and topics. The teaching and
learning
activity in classroom which is carried out is based on the topic
in book.
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28
b. Language Teaching Material
Material is such kind of part of the matter that the teacher
needs
to consider to what content they will be taught. Then, how they
will
present to the students and what should happen in the classroom
based
on the teachers best professional judgement to choose certain
material
to be presented should be correlated to the syllabus. The
material for
teaching English speaking is a student worksheet for second
year
student of language programs
c. Role of Instruction Material
The students get models of language from worksheet and from
audiovisual or video. The teacher uses a worksheet, which
concludes
the material that is appropriate with the syllabus. The teacher
compiles
it in order to be mastered by the students and it contains the
material
that have to be taught during the teaching learning process.
Most of
instructional materials, especially textbooks, are not designed
in a way
that corresponds to the nature of concept learning. Thus, the
role of
instructional material is significant for teaching learning
activity in
supporting the teaching learning abilities, of course, material
as the
basic resource material.
2. The Method Used in Teaching English Speaking
The writer finds that the English teacher in teaching
speaking
English in second year student of language program in SMA N 1
Kajen
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29
Pekalongan come teaching methods. Those methods are used in
English
teaching English speaking process to get the goal of teaching
learning
process of English language especially in teaching English
speaking.
Those methods are:
a. Natural Approach
The techniques and classroom procedures in natural approach
are adopted from some other methods. From the observation the
writer
saw the classroom activities dealing with natural approach as
follows:
1) It starts with TPR commands. At first, the commands are
quite
simple.
The Teacher : Student, check the volume of your booth and
use
your headset
The Students : (They check the volume and use the headset)
2) It introduces classroom terms and properties into command
For example :
The Teacher : Student! pay attention to the picture that you
have
got, in this case you should choose the best answer
according to the native speaker wants
3) It uses visuals; teacher gives the picture to the students to
make
clear and to correct the answer and also to introduce new
vocabulary. All of the students are asked a question and they
must
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30
answer what the subject was doing in each pictures or where
the
correct answer is.
For example :
The Teacher : Who has the picture of umbrella in column A
The Students : Sally (bringing an umbrella because its
raining)
The Teacher : After you heard from Native Speaker. Where
Sally would go?
The Students : Go to movie
4) Using several pictures, the teacher asks students to point
the picture
being described. In this case the students give some pictures
and
then the teacher asked them to describe.
For example :
The Teacher : In picture no 1, where will Sally go?
The Students : Go to the movie
The Teacher : Describe the order of each column (A B C D)
The Students : Describe what they have heard from the native
speaker
b. Direct Method
The writer finds that some principles in direct method are
used
in teaching English speaking process in the second years
students of
language program of SMU N 1 Kajen Pekalongan, they are as
follows:
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31
1) Only every day vocabulary and sentences were taught
The teacher only presents the daily vocabulary for the
student to be easier for students to apply everyday.
For example :
The Teacher : Good morning, students!
The Students : Good morning, Sir ! (chorally)
The Teacher : How are you today?
The Students : Fine, thanks (chorally)
2) Concrete vocabulary was taught through some pictures,
whereas
abstract vocabulary was taught by association of ideas. For
example:
The teacher shows the answer by showing the clear picture by
using computer. While the abstract think vocabulary teacher
associate of the ideas for example the word reform, the
teacher
associate with the meaning to make a new order.
3) Language is viewed as primarily spoken not written.
Therefore,
students study everyday in target language. This is done at
least
when the students start and finish the lesson such as
greeting.
4) Oral communication skills were built up in a carefully
graded
progression organized around question and answer exchanges
between teachers and students in small, intensive class
5) Both speech and listening comprehension were taught
In teaching speaking the teacher teaches speaking preceded
by
listening, then the student repeat what they have heard.
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32
6) Correct pronunciation and grammar were emphasized
The teacher also gives the pattern of how to make a question
in English.In this case, the teacher teaches the topic of
question-
taq.
` The teacher gives the pattern and gives some.it can see
bellow:
a)Giving the pattern
Yes/No Auxiliary + Be + S + verb/complement.? b)Giving some
example
Example : Do you speak.?
Are you ready?
Besides the teacher also corrects the students pronounce
from
the student utterances.For example is the word proud. one of
the
students utter the word proud by [prod] then the teacher
corrects
the word by saying [pra: d].
c. Audio-lingual Method
During observation teacher also uses laboratories to teach
speaking. The students learn the vocabularies from computer
by
looking at the picture. In this case the teacher checks the
pronunciation
of his students. The principle in Audio-lingual Method that used
in
teaching English speaking in second year student of SMA N I
Kajen
Pekalongan is that the students listen to a model dialogue. In
this case
the students repeat an utterance as loud as possible after
hearing from
the the cassette. They do this without looking at a printed
text.
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33
d. Discussion
Through the observation, the writer sees the students are
very
enthusiastic when the teacher teaches speaking through a
discussion.
The students can expose their opinions, make them fluent in
speaking
and a lot of new vocabularies are received by the students, and
when
the teacher asks about their opinions, the students also have a
great
attention to the teacher.
3. The Problem in Teaching Speaking Faced by the Teacher
The writer has conducted the interview and observation to
the
teacher dealing with the teaching English speaking process
in
second year students of languange program in SMA N 1 Kajen
Pekalongan to know her problems in teaching English
speaking.
According to him, to make students to be active in front of the
class is
difficult since the students feel nervous and the material is
only from
student worksheet. Next, related to the laboratory, sometimes
the
electricity is wiped out. As the result, the class in
laboratories will be
noisy. On the other hand, the teacher is also difficult in
managing the time
if the material is limited.
4. The Problems Faced by the Students
Based on the observation, the students have some problems that
are
explained as follows:
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34
Some of them have the great motivation while the other have not
great
motivation. Besides, the lack of vocabulary makes the students
be nervous
when they speak, and the students are difficult in uttering
the
pronounciation.
B. Discussion of the Findings
1. The Objectives of Teaching Speaking
Based on the finding above, the objectives of teaching
English
speaking of second year students of language program of SMA N 1
kajen
pekalongan is to develop the communicative competence of the
students in
four language skill. Besides, in speakinhg skill the students
are expected to
be able to use English language to apply it in their community
in order to
face the change of global era
2. The Method Used in Teaching English Speaking
Based on the findings, the writer knows that the process of
teaching English speaking in second year student of language
programs in
SMA N 1 Kajen uses some English teaching methods such as;
Natural
Approach, Direct Method, and Audio-lingual Method.
a. Natural Approach
In teaching English speaking, the teacher in second year
students of language program applies some principle of
Natural
Approach such as; (a) it starts with TPR commands, (b)
introduces
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35
classroom terms and properties into commands, (c) using
several
picture asking the students to point to the picture being
described.
The teacher only uses some principles of Natural Approach
that
are suitable to improve the student ability in speaking skill.
However,
those principles include the basic principle of Natural
Approach. Thus,
the use of Natural Approach in teaching English speaking in
second
year students of language program of SMA N 1 Kajen is suitable
with
Natural Approach.
The objective of using Natural Approach in teaching English
speaking at SMA N 1 Kajen Pekalongan of second year students
of
language program is to make the students learn English in
natural order
as the children acquire their mother tongue. By giving a lot of
the
teachers words, the students are expected to be able to use the
English
language.
The teacher has some roles in natural approach in teaching
English speaking in second year student of language program in
SMA
N 1 Kajen Pekalongan.
1) Teacher as a Source of Information
He transfers his knowledge to the students. In delivering
the
materials he gives much information to the students. The
teacher
gives a lot of input in the form of his English words. The
students
always ask the teacher what their difficulty is.
For example : The teacher asks about the meaning of
reformation
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36
The teacher : What do you know about reformation ?
The students : Reformation is an effort to make a new order
government
The teacher : Yes. All right
Reformation means an effort to make a new orde to
make clear government from CCN (Corruption,
Collusion and Nepotism)
2) Teacher as Facilitator
The teacher fasilities the students to learn. It makes the
students understand the lesson when teaching learning
speaking
process is done. The teacher gives the material explanation
briefly
then makes the students understand the target language. He
provides some pictures so that the students will catch the
material
more easily. Furthermore, he always gives a chance to the
students
to ask about the material every time they are confused and then
he
explains to the students.
3) Teacher as an Instructor
The students repeat what the teacher says. They repeat it
first chorally and then individually.In this case, the teacher
can
correct the pronounciation of the students.
b. Direct Method
Based on the findings, the use of direct method in teaching
English speaking can help the student in increasing the
vocabulary and
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37
in speaking more fluently. The objectives of Direct Method in
teaching
English speaking in second year students at language program is
to
make the students able to use English for communication.
The teachers role in direct method in second year students
in
second year students of SMA N 1 Kajen Pekalongan
1) The teacher as a model
He teaches student by reading the text in worksheet and
then he acts out the English words until the students understand
the
meaning in their tongue. Then the students repeat what the
teacher
has said.
2) Teacher as facilitator
He provides some media like pictures to alleviate the
students in understanding the material and to increase their
vocabulary.
3) Teacher as a source of information
He introduces new English vocabulary to the students. The
teacher gives a brief explanation about the material and the
students always ask him everything they do not understand.
In this case, the learners role in direct method are imitator,
passive
learners and also an object of learning. They only have a little
and
limited idea to manage their speaking.
c. Audio-lingual Method
Based on the findings, the teacher also uses the laboratories
that
apply for the principle of Audio-lingual Method. For example is
when
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38
the teacher asks students to repeat what they have heard from
the
native speaker. The role of teacher were only as an instructor
who asks
the students to repeat what they have heard. In this case, the
teacher
checks the correct pronounciation of his students.
Based on the observation, the students seem bored and un
interested in following the lesson because they just repeat and
imitate
the native speaker says. In this case they just imitate the
native
speakers utterace.
d.Discussion
At the discussion, the students speak more fluently and more
active although material of discussion is merely from the
worksheet or
the teacher. They are able to express their idea and their
opinion freely.
They can say everything according to their opinion without
faling
anxious and nervouce.
3. The Problem Faced by the Teacher
Based on the findings, the teacher has some problems. Some
of
them are that the students are difficult in practicing the
conversation of
their speech in front of the class and sometimes difficult in
managing the
class if the material is limited. Besides, when the time is
still available it
makes the students noisy and the students become less motivated
when
they get bored.
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39
4. The Problems Faced by the Students
Based on the findings, the students seem too less motivated
and
nervous when the teacher asks them to speak in front of the
class. The
teacher is less creative in conducting such atmosphere to the
students.
Therefore, the students often seem bored at the laboratory or
classroom.
The students also have the problem in lack vocabulary and
grammar.
When they want to explore their idea they do not know the word
in
English and the grammar accurately.
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40
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the writer draws the conclusion and proposes
the
suggestion as follows :
A. Conclusion
After describing and analyzing the data, the writer draws
some
conclusions based on the result of observation of English
teaching speaking
process to second year students of language programs in SMA N 1
Kajen
Pekalongan as follows:
1) The objectives of teaching speaking in second year students
of language
program in SMA N 1 Kajen are to make the students being active
to speak
in English. Besides, the students are expected to use the
English in order
to face the change of global era.
2) The method used in teaching English speaking in second year
student of
language programs in SMA N 1 Kajen Pekalongan are : Natural
Approach,
Direct Method, Audio-lingual Method, and using strategy of
Discussion.
3) The problems faced by the teacher in teaching speaking in
second year
student of language program in SMA N I Kajen Pekalongan are :
the
students are difficult to speak in front of the class, and the
different
40
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41
competence of each student make the teacher difficult in
making
conversation class
4) The problems faced by the students in learning English
speaking process
are; they feel nervous and anxious when speaking in front of the
class.
besides, they get bored in the classroom since the teacher is
less creative in
conducting such interesting teaching learning atmosphere for the
students.
B. Suggestion
Having concluded the teaching English speaking in second
year
student of language programs in SMA N 1 Kajen Pekalongan, the
writer likes
to propose some suggestions as follows:
1. For the teacher. The teacher should improve the students
motivation in the classroom, because motivation is a great
solution for the
students boredom. In this case, the teacher should create some
interesting
classroom activities and improve them. Besides, the teacher
ought to make the
students more active.
The teacher should apply another tricks to dig the students
skill
especially in speaking skill and make the situation of teaching
speaking as free
atmosphere in order to make student free to expose their ideas
and their
knowledge.
2. For the students, they can give some helpful feedback to the
teacher
or practice with their friends. For example is by giving extra
attention or even
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by practicing the material much more with their friends both in
the classroom
or outside of the classroom.